Learning analytics and tech-tools: Insights of the practical implications for stakeholders’ perspectives

Abstract

The aim of the current study is to perform a systematic review of the literature to determine how learning analytics and technological tools used in education relate to one another. The review looked at 30 samples from 15 (n=15) academic databases, and found that the recent learning analytics research typically used web-based applications, Web 2.0 tools, dashboard and visualization tools, and eye-tracking devices. These technological tools, such as learning management systems and social networking websites, are widely employed in order to facilitate online learning and communication as well as to analyze and visualize data for informed decision-making. One of the practical implications of this research for learning analytics stakeholders, such as educators, policymakers, and researchers, is the ability to use these technologies tools to enhance teaching and learning. By utilizing these tools, policymakers can learn information that can be applied to the development of strategies and policies relating to the integration of technology in education. Researchers can utilize these tools to generate data that will aid in the study of teaching and learning, which will lead to the development of new teaching strategies and technological advancements. Stakeholders must establish appropriate policies and practices, be aware of the potential risks and limitations associated with their usage, and work to ensure that these tools are used in the classroom in an ethical and efficient manner. This study shows, in general, how effectively these technological tools can enhance teaching and learning when used in educational settings.